Team Leader

The International Rescue Committee (IRC) responds to the world's worst humanitarian crises, helping to restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Founded in 1933 at the call of Albert Einstein, the IRC is one of the world's largest international humanitarian non-governmental organizations (INGO), at work in more than 40 countries and 29 U.S. cities helping people to survive, reclaim control of their future and strengthen their communities. A force for humanity, IRC employees deliver lasting impact by restoring safety, dignity and hope to millions. If you're a solutions-driven, passionate change-maker, come join us in positively impacting the lives of millions of people world-wide for a better future.

About IRC

The International Rescue Committee (IRC) is a leading humanitarian and development organization working in more than 40 countries and 26 U.S. cities to help people whose lives and livelihoods are shattered by conflict and disaster to survive, recover and gain control of their future.

The IRC has been operating in South Sudan since 1989. Our programs have provided critical Health, Nutrition, Protection and Rule of Law, Child Protection, Education and Economic Wellbeing services in eleven field sites, covering five of the ten states and one administrative area. With two offices in Northern Bahr el Ghazal- NBeG (Aweil East and South), five offices in Unity State (Bentiu, Koch, Mayendit, Ganyliel and Nyal), one in the Ruweng Administrative Area (Jamjang) covering operations in the Ajuong Thok and Pamir Refugee Camps and the host community, one office in Rumbek town covering the whole of Lakes, one office in Maban covering the refugee response and one field office in Central Equatoria (Juba)-urban programming together with the Country office.

Background and objectives of EFASS

South Sudan has one of the world's most fragile education systems, with approximately 2.8 to 3 million children, representing around 60 to 70 percent of the school-age population, out of school. Foundational literacy and numeracy outcomes remain critically low, with less than 10 percent of children achieving minimum reading competency. Years of conflict, accelerating climate shocks, and government education expenditure under 3 percent of the national budget have created an entrenched crisis. Girls and children with disabilities are disproportionately affected by these barriers, with harmful gender norms and stigma further limiting their access to education.

EFASS, with a budget of up to £27 million over four years from April 2026 to March 2030, is designed to deliver five interlinked outcomes. These are improved access, retention, and progression for the most marginalised out-of-school children, particularly girls and children with disabilities in conflict and climate-affected areas. The programme also targets improved foundational learning outcomes in literacy and numeracy, strengthened delivery of inclusive and climate-adaptive education approaches by teachers and facilitators, improved education data and evidence for decision-making through a national Learning Outcomes and Quality Assessment, and strengthened pathways for system uptake and sustainability beyond EFASS.

Scope of Work

The Team Leader serves as the overall lead for the EFASS Programme, holding accountability for delivering interventions aligned with the programme's five interlinked outcomes. With support from the Deputy Team Lead, the postholder oversees the design and implementation of evidence-based pilots targeting out-of-school children through accelerated learning methodologies, conditional cash transfers, and teacher training in catch-up education, ensuring activities effectively reach the most marginalised children, particularly girls and children with disabilities in conflict and climate-affected areas.

The Team Leader is responsible for overall project and budget management, ensuring value for money across all programme components and robust management of risks including fiduciary concerns. The postholder maintains strong working relationships between the implementing consortium and delivery partners, serves as the primary point of contact with FCDO British Embassy Juba, and coordinates with the Ministry of General Education and Instruction, other government counterparts, and sector stakeholders including the Global Partnership for Education, Education Cannot Wait, and the World Bank.

The Team Leader ensures that results from monitoring, the Learning Outcomes and Quality Assessment, and lesson learning systematically feed into programme implementation through adaptive management principles, including quarterly reviews to assess cost-effectiveness and learning outcomes. The postholder provides technical oversight to ensure delivery of conflict-sensitive, climate-adaptive, and inclusive education approaches, and oversees procurement, logistical, and administrative functions. Responsibilities also include managing programme staff, creating a work environment that promotes teamwork and mutual respect, and ensuring appropriate communications and knowledge management both internally and with external stakeholders to share achievements and lessons learned with diverse audiences.

Team Leader Profile & Qualifications

• Advanced degree or equivalent experience in education, gender, public administration, or a related field, combined with at least 10 years of experience working in international development with a focus on inclusive education, education in emergencies, or education in fragile and conflict-affected states.
• Minimum of 10 years managing large-scale, complex, multi-partner projects with multi-million-pound budgets.
• Proven ability to provide leadership and strategic direction while harnessing the multi-disciplinary skills of technical personnel and consortium partners.
• Familiarity with key issues related to girls' education and inclusion, including FCDO's priorities and emerging thinking in the sector.
• Experience with adaptive management approaches and evidence-based programming.
• Demonstrated ability to work with and build effective partnerships across a broad range of stakeholder groups including government, civil society, private sector, multilaterals, and other donors.
• Prior experience operating effectively within complex and high-risk environments while managing the needs of multiple stakeholders.
• Experience coordinating and working with the Government of South Sudan, particularly within the education sector, is strongly preferred.
• Prior experience managing large FCDO accountable grants is desirable.
• Experience with some or all of the following programme components is preferred: learning assessments and education data systems, accelerated education and catch-up learning methodologies, teaching at the right level approaches, cash transfer programming, and climate-adaptive and conflict-sensitive programming.
• Experience working with children and adolescents with demonstrated ability to apply safeguarding, ethics, and do no harm principles throughout programme delivery.
• Strong analytical, communication, and writing skills, with the ability to articulate evidence-based arguments and positions to promote programme objectives and influence sector stakeholders.

Please note that this position will be contingent on the outcome of the bid.

Safety & Security Situation: All staff must comply with all IRC South Sudan by security policies and procedures. 

PROFESSIONAL STANDARDS

All International Rescue Committee workers must adhere to the core values and principles outlined in IRC Way - Standards for Professional Conduct. Our Standards are Integrity, Service, Equality and Accountability. In accordance with these values, the IRC operates and enforces policies on Safeguarding, Conflicts of Interest, Fiscal Integrity, and Reporting Wrongdoing and Protection from Retaliation. IRC is committed to take all necessary preventive measures and create an environment where people feel safe, and to take all necessary actions and corrective measures when harm occurs. IRC builds teams of professionals who promote critical reflection, power sharing, debate, and objectivity to deliver the best possible services to our clients.

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